ERIC Number: EJ1030284
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: N/A
A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course
Revell, Kevin D.
Journal of Chemical Education, v91 n1 p48-51 Jan 2014
Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized final exam. Additionally, an attitudinal survey was used to assess the relative value students placed on each tool. While each tool received positive feedback, use of the tablet PC during lecture was rated the highest for enhancing learning and teaching effectiveness. Not surprisingly, students who completed most or all of the homework performed better than students who did not. Student usage of the lecture replay ranged from zero to over 30 h of viewing time. It was noted that international and ESL students were among the most voracious users of the lecture replay. Extensive use of the lecture replay did not correlate with course performance, as those who used this tool most heavily tended to place in the B-C grade brackets. The combination of the three tools appears to have a positive impact on retention compared with previous semesters, as 90% of students successfully completed this course.
Descriptors: Chemistry, Science Instruction, Laptop Computers, Computer Software, Computer Uses in Education, Homework, Teaching Methods, Comparative Analysis, Science Tests, Grades (Scholastic), Student Surveys, Lecture Method, Student Attitudes, College Science, Secondary School Science, High School Students, Undergraduate Students, Web Based Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A